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Educational and vocational guidance for 9th grade students

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EDUCATIONAL AND VOCATIONAL GUIDANCE FOR 9TH GRADE STUDENTS

A Project Presented to The Faculty of the School of Education University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by Earl Malcolm Lord June 1950

UMI Number: EP45940

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

IJMT Dissertation P*.buh,n£

UMI EP45940 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346

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T h is p r o je c t r e p o r t, .w r itte n u n d e r the d ir e c t io n o f the c a n d id a te ’s a d v is e r a n d a p p r o v e d by h im , has been p resen ted to a n d accepted by the F a c u lt y o f the S c h o o l o f E d u c a t io n in p a r t i a l f u l f i l l m e n t o f the re q u ire m e n ts f o r

the degree

o f M a s te r of

Science in E d u c a t io n .

Date

^^*7

/£>f.

S ~ p* 237*

a

indicative of an individuals potentialities for the future*^ Some people regard an aptitude as an innate ability which is possessed by an individual at birth and aptitude tests are really measuring the innate abilities plus the results of training*

Traxler brings out three important assumptions

which are justified by observation and research and lend credence to a program of aptitude testing*

The second assump­

tion is that individuals differ from one another in every aptitude they possess regardless of whether broad aptitudes or very specific aptitudes are being considered*

The third

hypothesis is that differences among individuals and within individuals tend to persist within l i m i t s I f it were not for the relatively constant character of aptitude, a longrange guidance program would be useless as well as almost impossible to plan* In a guidance program for 9th grade about the only aptitude actually necessary and of use to the program is academic aptitude or general attitude.

In the Otis Self-

Administering Test of Mental Ability or the California Test of Mental Maturity is used in the program at Venice High

3 A* E* Traxler, Techniques of Guidance (New York: Harper and Brothers, Publishers, 1953), p* 42• 4 Ibid., p. 43, 45#

9

High School*

Where the students in general are not too aca­

demically inclined, the California Test will give a somewhat higher index than the Otis Test. The second factor which Germane and Germane would have educators help the students discover is that of interests. As the fourth objective of the program takes up the interests and abilities of the student the methods used to bring out that phase of the program will be taken up later. 2*

To acquaint the student with the work situation in the

new world which he is facing. the trends in occupations, and his best chances for vocational adjustment in the profession­ al. business, industrial, or service field of his choice* Probably the best authority to substantiate the need for this, the objective of vocational guidance, is G. E# Myers, sometimes called the founder of vocational guidance. >

Myers opens his book with nNo step in life, unless it may be the choice of a husband or a wife, is more important than the choice of a v o c a t i o n # A s the lack of vocational guidance in many schools and school systems throughout the country is surveyed, it is discouraging to think that there are still teachers in our schools today who put the importance of literature, music, and cultural problems ahead of that of

5 G. E. Myers, Principles and Techniques of Vocational Guidance (Hew York: MeGraw-Hill Book’ Company, 1959) > P* 1*

how to get and succeed in a job or vocation*

Douglass offered

the best reason for this state of affairs when he wrote: Until the great mass of subject-bound, child-blind, society^ignorant secondary school and college teachers have passed on, and new plans of teacher education are giving us a new type of teacher we can expect the change that will take place in the majority of schools to fall far short of meeting the needs of nonschool youth today#

6

It might be well to point out that Doctor Douglass has continually reflected the ’Frontier1 thinking of the education profession and it probably will be some years yet before his change will occur#

It is well to know, however, that a more

practical and livable type of education is in the minds of the leaders.

The National Education Association seems to be

leaning in this direction in its publications#^ To accomplish this objective of acquainting students with jobs and work our present schools are making more and more use of audio-visual aids as well as field trips#

6 H. R. Douglass, ftThe Problems of Youth”, North Cen­ tral Association Quarterly, 13:226, October, 1938* 7 Educational Policies Commission: Education for All American Youth (Washington, B.C., National Education Association of the United States and the American Association of School Administrators, 1944), 421 pp.

11

3v

To. al^ each student to achieve his maximum learnings.

thinking power. social adjustment, vocational orientation, and ultimately occupational adjustment* This objective is probably the most philosophical of the five objectives selected.

It is the star to which we

are hooking our personnel wagon.

Ruth Strang would phrase

it: Rby helping an individual to trace his development, ap­ praise its course, and obtain from his environment the experiences, the information and counsel necessary to fulfill his potentialities.’1^ While Hamrin and Erickson approve it with ’’helping the pupil to become adjusted to his present situation and to plan his future in line with his interests, Q abilities and social needs. The past few years have shown a very decided change in the number of high school graduates gaining employment immediately upon graduation from high school.

Many have re­

turned to accomplish additional training or gone on to junior college for more advanced work.

However, today’s job

getter must be more than just alive, available and anxious. Besides certain tangibles, such as training, skill and repu­ tation, today’s employer now investigates certain intangibles

8 Ruth Strang, Pupil Personnel and Guidance (New York: The Macmillan Company, I v W O , p. 9 S. A. Hamrin and C. E. Erickson, Guidance in Secondary School (New York: D. Appleton-Century Company, 1939TJ pp. 1-2.

12

during the selective process* Mr* Stephen Habbe of New York, a researcher in per­ sonnel administration, reported that in a survey of 126 of the nation* s leading employers "Character** was first in 50 per cent of the replies • • • After character, the em­ ployers rated other traits in the following order: intellect, attitude, personality, physical condition, and appearance*^ Whether we teach skills that will aid in a job or not is really secondary to the jobs success with the prime factor being the pointing out of the shortcomings of the student relative to his character and help in improving that which can be improved*

This would be of much greater help in

attaining the ultimate occupational adjustment desired* 4*

22. assist the students in weighing their interests and

abilities and coordinating these into a satisfactory senior high school program* This objective might be considered as the immediate end to which counselors at Venice High School are working in the orientation or guidance of the A-9 students*

At this

point the counselor or his representative is essential in the classroom where students have been looking at their interests through results of vocational interests tests such

10 Los Angeles City Schools, Employment Notes, May, 1949, p. 1.

13

as the Kuder Preference Record,

11

the Garretson and Symonds

Interest Questionnaire for High School Students,***^ or the Lee-Thorpe Occupational Interest Inventory.^ In many instances the students might already have a very definite conviction as to what field their interests are but the taking of the tests or inventory will not affect their convictions in any way.

Rather it will tend to

strengthen and assure them that their interests are in the field of their choice of vocation.

The students should be

made to feel that the results of these inventories are in no way final but merely indicative as to the fields they might investigate further in arriving at a suitable choice of vocation.

If these inventories are fully explained as to

their role in the overall guidance program their benefit will be much greater than if their use is minimized and done only to fulfill a requirement of the unit. Erickson, Hamrin, and O fbrien have stated the objec­ tive of any good guidance program should be to help all students think along straight lines to the basic elements of 11 Science Research Associates, 22# South Wabash Ave­ nue, Chicago 4, Illinois. 12 Bureau of Publications, Teachers College, Columbia University. 13 California Test Bureau, 5916 Hollywood Boulevard, Los Angeles 2#, California.

14

the problems which each day brings to them so that they may find the venture of living a happy and successful experience* The problems these students present are as broad as life itself*

Surely the reader must admit that the selection

of an adequate and interesting high school program is just about the most important and pressing problem facing 9th grade youth today*

Some statements from high school leavers

might illustrate the case: t!You have a pretty tough time without an education* It seems nowadays the more education you have, the better chance you got*11 wWished I could have went to High School** *fMy education isn’t high enough.*^5 wIf the schools would have had a law stating that children up to the age of 13 are re­ quired to attend school, it would have saved me a lot of worry and suffering* wi° These and many other surveys of school drop-outs cer­ tainly bear out the objective that the high school program

14 S* A* Hamrin, G* E* Erickson, and M. W* G ’brien, Guidance Practices in Public High Schools (Bloomington, 111*, McKnight and McKnight, 1940), p* 7* 15 H* M* Bell, Youth Tell Their Story (Washington, D*G*, American Council on Education, 193#), pp• 37, 143* 16 When Philadelphia Youth Leave School at 16 and 17 (Philadelphia, Junior Employment Service of School District of Philadelphia, 1941), p. 13.

15

must be geared to the student and his interests and abilities. Not only must this be done, but the students must be made aware of the courses best adapted to them. 5*

To acquaint the students with the courses offered in

high school. The first two problems of a group guidance program in which students need assistance are stated by Erickson and Smith as: 1. Choice of courses and subjects, and 2*

Adjustments to the school situation. ^

It is obvious that until the student has had an opportunity to learn about the courses and the jobs into which they might lead he is in no position to make such choices.

Therefore,

the writer believes that the six steps as compiled by the Los Angeles City Schools follow in a much more logical order. They are: 1.

Discovering interests;

2# Determining abilities; 3*

Supplying occupational information;

4*

Selecting and providing the training;

5. Facilitating placement, and 6. Following-up and evaluation.

IS

17 C. E. Erickson and G. E. Smith, Organization of Guidance Services (New York: McGraw-Hill Book Company, Inc., 1947), P. H I . IS Vocational Guidance (Curriculum Division, Los Angeles City Schools, 194S), p. 23.

16

On the high school level it is possible to accomplish the first four of these steps within our present organization and in some cases to become normally successful in the last two which might more generally be taken over by the employ­ ment service or a higher institution* Once the pupil has identified his occupational interest field, the next step is to help him select a training program or course of study*

The course he selects,

and it should be his selection— not the counselor’s, the home room teacher’s or the parents’— should enable the student to obtain the training and education he needs to enter that occupational field#

GHAPTEE III STUDENT NEEDS AND INTERESTS TO WHICH PROBLEM MAY APPEAL Factors which student should consider in choice of occupation*

Present day guidance practices have developed

a great wealth of material and ways for a student to gain insight as to his own capabilities, interests, and liabili­ ties before he makes his choice of occupational fields.

A

great deal of this work can be accomplished in a group guidance course of this nature* Although interests are not the final word in the selection of an occupation they certainly can be used as a point of departure for vocational guidance.

Actual

ability will, in the final analysis, determine the type and level of work for which the individual is fitted* However, interests help to channel the guidance steps. They can help to eliminate a lot of unnecessary and needless testing and questioning.

The following system has been

found to be effective at Venice High School: 1*

Data needed regarding student: * A.

Individual and group tests. (Los Angeles Vocational Interest Inventory, Kuder, Pro­ gressive Reading, Progressive Arithmetic, etc.)

B*

Obtain appraisal of student by teachers. (See Teacher Rating of Pupils and I.Q*, Chapter VI.)

G*

Analyze personal-social data. (See pp. 2-& of Educational Guidance Record, Appendix, p. 61*)

18

D.( Assist student in interpreting data regarding self. Information needed about occupational opportunities: A.

General information regarding job requirements:

(1

Training.

(2

Experience.

(3

Aptitude— physical, mental, emotional, and social.

14

Punctuality.

(5

Unavoidable hazards and work annoyances as dust, smoke, fumes, heat or cold, humidity, grease, and dirt.

(6

Demands— physical, visual, and mental.

(7

Responsibilities for equipment, product, and safety of others.



Credentials— licenses, Social Security, and union membership.

(9

Clock hours or seasons of work.

(10

Place or mobility of work.

(11

Terms peculiar to occupation.

B.

General information regarding broad areas of employment that have transferable skills and that require related knowledges and information, i.e. job families.

C.

Specific information regarding fields of work: (1) Trends in various fields. (2) Trends in various industries. (3) Pay rates. (4) Opportunities for advancement. (5) Job specifications.

19

(6) 3*

4*

Benefits, such as sickness and accident, vacation, pension, and others*

How can personal assets be matched with require­ ments of vocational opportunities? A.

Provide opportunity for try-out work experience*

B*

Compare studentfs interest with requirements of occupational fields and ability with various employment levels in the field.

C*

Recognize the importance of the individual’s personal drive even though it is difficult to evaluate*

D*

Assist student through the counseling process.

E.

Realize that the results of any matching of individual with job may vary from time to time,^as new information regarding the student or the occupational field becomes available.

Information about occupational opportunities can be obtained by two chief methods: A*

B*

By first-hand experience, such as: (1)

Field trips to industries.

(2)

Interviews with representatives from various occupations.

(3)

Career Day at school.

(4)

In-school work experience.

(5)

Exploratory courses.

From literature such as: (1)

Dictionary of Occupational Titles, v/ashington,“U . G . , United States Employment Service.

(2)

Bulletins of Occupational Information and Guidance Service, Washington, D.fl», United States Office of Education.

20

5*

(3)

Publications of Science Research Associ­ ates, Chicago, Illinois.

(4)

Monographs on Careers, Chicago, Institute of Research.

(5)

Occupations. Vocational Guidance Journal, Hew xork, National Vocational Guidance Association.

(6)

Occupational Information. Shartle, G. L., New York, Prentice Hall.

Matching personal assets with requirements of vocational opportunities: A.

Interests of student will indicate the area of occupational placement, and ability of the student will indicate objectively the employ­ ment level in the occupational area.

B.

It is well to remember that certain personal assets cannot be adequately evaluated. However, the following form is helpful in matching job requirements and personal assets.

An example of student work sheet for vocational plan­ ning will be found on the following page.

The total average

rank will be found by adding the encircled numbers and dividing

bythe number of items rated.

If the job is suitable

the average rank should be less than 3 and preferably 2 or below. Relationship of High School Course and Future Education or Training. The students should be made to realize the importance of making a choice of their high school course as it relates to their future education. - It will be impos­ sible for them to take college preparatory subjects in sufficient quantities to fulfill entrance requirements if

STUDENT WORK SHEET FOR VOCATIONAL PLANNING NAME

________________ __OCCUPATION INVESTIGATED

JOB REQUIREMENTS

RANK

PERSONAL ASSETS

1# Interests required.

5 4 3 2 1

To what extent am I interested in this job?

2. Abilities or aptitude required.

5 4 3 2 1

Do I have the necessary abilities and aptitudeat

3. Amount and kind of education required.

5 4 3 2 1

Do I have the education or can I get it?

4. Number of employees needed.

5 4 3 2 1

Will there be a vacancy for met

5* Time, place, hours, and regularity of work*

5 4 3 2 1

Will I be satisfied with the time and place of work?

6 • Remuneration and advancement.

5 4 3 2 1

Will I be satisfied with the pay and the prospect of advancement?

7. Physique and health required.

5 4 3 2 1

Do I have the size, strength, and health to be successful?.

8. Responsibility for equipment, production, and personnel.

5 4 3 2 1

Can I carry the necessary responsibility to be successful?

9. Personal associations required.

5 4 3 2 1

Will I be happy with my working associates?

10. Mental and physical hazards.

5 4 3 2 1

Can 1 stand the strain of this work?

22

they do not start by the tenth grade.

Likewise, if they are

not suited for college they should start on the course of their liking in non-academic fields so as to complete their high school major and qualify for graduation* In the past, too much emphasis has been made at attempting to schedule 90 per cent of the high school students into the college preparatory course whereas statistics have proven that only from IQ per cent to 15 per cent actually go on to college after high school graduation.

Probably the

largest flagrant violation of guidance in years past has been the insistance of academically minded guidance workers to "persuade” students into the academic program when the students had neither the intellect nor the ambition to go to college. Douglass uttered a sharp protest against this situation when he wrote: "Until the great mass of subject-bound, childblind, society-ignorant secondary school and college teachers have passed on, and new plans of teacher education are giving us a new type of teacher, we can expect the change that will take place in the majority of schools to fall far short of meeting the needs of non-school youth of today.”1 To bring the student into a full awareness of his choice of future educational plans it is necessary that the pupil appreciate his potentialities.

Academic Aptitude must

1 H. E. Douglass, "The Problems of Youth," North Central Association Quarterly. 13:226, October, 19J8*

23

be considered*

A statement of the problem here might be:

How do I compare with other people in my ability to handle college or university-type subjects?

The pupil’s test scores

or grade placement in the fundamental skills as recorded on page 11 of Educational Guidance Record (Appendix, p. 61) should be quite valuable in helping the student in realizing his abilities.

For example, a student of the 9th grade who

could only work up to ?th grade ability in reading would probably have a difficult time in mastering a college history or English course.

However, a student in the 9th grade who

is able to attain 11th grade in reading, but only making a C or D in English, should be told that he had better start working up to his capabilities or decide on another course rather than college* The students should become aware of the requirements of college entrance if they plan on going on to college, for junior college entrance if they plan on going on to college, and for job planning if they are planning on entering a job which requires specific training in the academic fields* Those who plan to take a non-academic course should also be made aware of the graduation requirements for high school graduation*

(Page 45 of Appendix gives all of the require­

ments and courses offered in Los Angeles City Schools, 1949.)

CHAPTER IV POSSIBLE ACTIVITIES AND EXPERIENCES TO MEET THE NEEDS AND INTERESTS OF A-9 STUDENTS A.

Self Evaluation 1*

Let students discuss what they feel are desirable traits to look for*

2*

a.

In friends, (boy and girl)

b*

In co-workers,

c*

In employers.

Present list of characteristics and discuss the 15 characteristics. (See page

3*

a.

Self-evaluation*

b*

Teacher evaluation of student,

c*

Home or parent evaluation of student.

Discuss character traits of report cards and how they affect rating.

4#

Have students obtain application blanks from some of the local concerns or industrial plants and discuss the qualifications required*

B*

Personal Grooming 1.

For school. a.

Boy’s grooming (clothes, hair, body, shoes, et cetera)•

b*

Girl’s grooming.

GROOMING FOR THE JOB HAT: Smart, but not extreme, HAIR: Clean, trim, well-brushed, not too long. Brush shoul­ ders after combing hair. FACE: Clean, clear skin. Moderate make-up freshly applied. TEETH: Carefully brushed. In good repair. No unpleas­ ant breath. ACCESSORIES: Simple, no flashy jewelry. DAINTINESS: Bath-plus-deodorant daily. Well-fitted dress shields, clean daily. Clean, wellfitting underwear. HANDS: Clean, kept smooth with hand lotion. Nails clean, short. Light polish, not chipped. DRESS OR SUIT: Conservative, wellfitting, smart. Clean, no odor. Pressed, hemline even, no slip showing. POSTURE: Stand tall, head erect, back straight, abdomen flat. Feet parallel, weight well distributed. STOCKINGS: Fresh daily. Seams straight, no runs. No visible hair on legs. SHOES: Cleaned or polished; Simple, well-fitted, with medium heel, not run-over.

26

GROOMING FOR THE JOB HAIR: Glean, trimmed, well-combed. FACE: Freshly shaven, clean, clear skin. TEETH: Carefully brushed, in good repair. No unpleasant breath. SHIRT: Freshly laundered. White, well-fitted. No sport style. TIE: Clean, pressed, neatly tied. Conservative color and appropriate pattern. HANDKERCHIEF: White, fresh, wellfolded. CLEANLINESS: Bath-plus-deodorant daily. Clean under­ wear. SUIT: Conservative in design, cut, and color. Clean, pressed. HANDS: Clean, smooth. Nails trim and clean. No cigarette stains• HAT: Clean, blocked, well-brushed. POSTURE: Stand tall, head erect, back straight. No hands in pockets. SOCKS: Fresh daily. Conservative, no holes. Deodorant be­ tween toes to avoid odor. SHOES: Well-shined, no run-over heels. Avoid sport style.

2.

For dates.

3.

In applying for a job.

4*

How the type of job affects the clothes to be worn.

5*

Personal health.

6.

Family health.

7.

Health habits.

Work-experience 1#

After school jobs. a.

For financial needs.

b.

Jobs that might lead to life work.

2.

School work experience plans, i#e. 4~4 Plan.

3.

Part-time school.

Full Time Jobs 1.

Jobs available for high school graduate. a.

Let each student select a job and make an analysis of it.

b#

Have a file of abstracts or monographs for student use on occupations of community.

c.

Present charts of persons employed in various occupations in local area, metropolitan area, state, and nation#

d#

Discuss these charts (from tfc.,f above) with results of students1 Vocational Interest Inventory.

e.

Discuss wages paid in different occupations#

2t

f.

Have students make their own survey of jobs in local area.

g.

Discuss the 30,000 plus jobs of the Dictionary of Occupations and Titles with the students.

h.

Have students prepare a map of the local area and locate areas of manufacturing, business, and professional buildings•

i.

Present movies of different jobs and job types for high school graduate (See list in Bibliography).

j.

Discuss the different entry fields of work as shown in Dictionary of Occupations and Titles, Part IV.

E.

Educational Guidance 1.

Trade Schools. a.

Have students compile a list of the trade schools available.

b.

Let each student pick a trade school and find out the entrance requirements, tuition, courses offered, and rating among the tradesmen.

c.

Visit a trade school if possible.

d.

Show movies if visit is impractical.

e.

Are there jobs in the community that have fron the jobtf or apprentice training for high school graduates•

f.

List the commercial schools and treat them in like manner.

29

2.

Junior Colleges a.

List junior colleges available and discuss.

b.

From this list make up a list of the courses in high school which are pre-requisite recommended or non-reeommended for entrance into junior colleges.

c.

What scholastic standing must be maintained in high schools for entrance?

d.

e.

Expenses. (1)

Living at home or away.

(2)

Tuition.

(3)

Books and fees.

(4)

Part-time jobs available.

(5)

Scholarships available.

Have interested students send away for bulletin from junior college of their choice.

f.

Have students interview friend of theirs or older brothers or sisters who are graduates and report to class.

g.

List courses and majors available.

h.

Determine standing of junior college in national scholastic recognition.

3.

Colleges and University a.

List of likely colleges and universities which students might attend.

30

b#

Have students make a chart showing the subjects which must be taken in high school for entrance into the s.everal colleges,

c#

List scholastic entrance requirements,

d#

Have interested students send for a catalogue,

e#

Compile expense account by years,

f.

Types of majors and courses offered,

g#

Statistics of job success of graduates.

h.

Standing of university or college in National Association#

i.

How does choice of vocation also influence choice of future education?

CHAPTER V PROPOSED UNIT FOR A-9 ORIENTATION Monday: Introduction A*

Purpose of Unit (Next 2 weeks). !•

To promote pupil and parent interest in Vocational Guidance and Educational Planning.

2*

To help the pupil evaluate himself as to his abilities and interests.

3#

To help the pupil make an intelligent choice of curriculum for his high school work#



To help the pupil make a satisfactory program for next semester.

5*

Distribute letter to parents (1 - A5)#

Reasons for giving the unit in the A-9. 1#

Why it is necessary to choose your vocation now# a#

Junior high school course - exploratory,

b#

Senior high school course - basic plus major,

c#

College entrance requires academic course#

d#

If not college - getting a job depends on high school course and major#

2#

High school diploma requires a major plus the required subjects.

C#

Show and explain Educational Guidance Record of Los Angeles City Schools, Revised January, 1947*

32

D.

Selecting the high school course* 1.

Vocational interests - hobbies (See Educational

2.

Guidance Record, pages 7 and 8, Appendix)* Abilities - reasoning,, mathematics, language, et cetera (See Educational Guidance Record, pages 11-14*

If achievement tests have been given the

scores may be recorded.) 3.

Character traits, i.e. conduct, reliability.

4.

Distribute ”Self Rating Chart” (1 - D4) , five copies, and have students fill out top of each copy for each of their class teachers except physical education.

5.

Distribute ^Explanation of Self Rating Chart Terms” (1 - D5)*

6.

Discuss and explain pupil self analysis; meaning of terms, et cetera.

E.

7. Have pupil rate himself on Self Rating Chart. Classroom teacher will collect self ratings after completion, and arrange for them to be put in box of teacher named.

Each teacher should be furnished

an explanation form (1 - D5) ♦ II.

Tuesday: A.

Review, briefly, yesterday*s discussion.

B.

Present major fields of occupational interest. (Educational Guidance Record, page 15, Appendix)

C.

Present Gharts of Occupational Interests.

33

D*

Correlate all information of vocational guidance to aid in wise selection of curriculum.

III.

Wednesday: A*

Review briefly yesterday’s discussion.

B*

Introduce and explain ^Vocational Interest Test11. (Use Los Angeles Activity Interest Inventory, Kuder Preference Record,^* the Garretson and Symonds Interest Questionnaire for High School Students, ^ or the Lee-Thorpe Occupational Interest Inventory.^)

IV.

C.

Give the test.

D.

Score the test if time permits.

Thursday: A#

Complete scoring of test.

B*

Discuss test results.

G*

Show correlation between test results and different curricula offered in high school.

(Educational

Guidance Record, page 14) D.

Show chart: High School Majors and Employment (4 - B) •

1 Science Research Associates, ZZB Wabash Avenue, Chicago 4, Illinois. 2 Bureau of Publications, Teachers College, Columbia University, Hew York, Hew York. 3 California Test Bureau, 5916 Hollywood Boulevard, Los Angeles 2S, California.

34

E.

Briefly outline requirements for high school graduation if time permits•

V.

Friday: A.

B.

Summary of week1s work. 1.

Why we are giving unit.

2.

Review charts.

3.

Importance of Vocational Interest Test.

4*

High school course and curriculum.

High school courses and Curricula. 1.

Distribute charts for Special Recognition and Awards for Achievement and Service (4 - E) to each pupil* These are to be completed at home.

2.

Explain and discuss.

3.

Hand out Guide Books if available. (See Form

VI.

- 21, Venice High School Guide Book:)

a.

High School graduation requirements, page 2.

b#

College entrance requirements, page 2.

c.

School regulations, page S.

d.

Courses of study, pages 13-1&*

Monday: A.

Review high school curriculum. 1.

Academic - majors, et cetera.

2.

General (difference from academic).

3v

Art a.

Basics - Art I, 1 semester; Art II, 1 semester.

35

b*

Electives, 4 Semesters:

Life Drawing,

Advanced Painting and Drawing, Pottery, Leathercraft, Stage Craft, Letter and Posters, Art Craft. 4*

Commercial a.

Clerical, general: (1) Typing, 4 semesters. (2) Bookkeeping, 2 semesters. (3) Office Practice, 1 semester. (4) Business Practice, 1 semester,

b*

Bookkeeping: (1) Typing, 4 semesters. (2) Bookkeeping, 4 semesters. (3) Business Practice, 1 semester. (4) Business Law, 1 semester,

c*

Stenographic: (1) Typing, 4 semesters. (2) Bookkeeping, 2 semesters. (3) Shorthand, 4 semesters. (4) Transcription, 1 semester. (3) Office Practice, 1 semester. (6) Business Law, 1 semester.

5•

Home Economics: a.

Basics: (1) Foods, 1 semester.

36

(2) Clothing, 1 semester. (3) Home Living, 1 semester. (4) Personal and Family Arts, 1 semester, b* 6#

Electives: Child care, Canteen, Textiles.

Industrial Arts: a.

Basics: (1) Mechanical Drawing, 1 semester,

b*

Electives: Print Shop, Woodshop, Metalshop, Machine Shop, Electricity, Drafting.

7*

Music: a.

Basics: (1) Theory and Harmony, 2 semesters. (2) History of Music, 2 semesters.

b.

Electives: A Cappella, Orchestra, Band, Glee Glub.

VII.

Tuesday: A.

Hand back to pupils the composite Self Eating Charts. (See Chapter VI, page 46, for explanation and method*)

B*

Discuss teacher evaluation as compared with selfevaluation, and probable scholastic achievement*

C*

Those students whose ftself-rating11 was correct may proceed with their high school curriculum and three year plans. (Form VII - C)

D*

Those students whose ^self-rating*1 was incorrect should investigate themselves further and make a

37

worthwhile decision as to their future before making their three year plans for high school# (This should entail individual counseling as well as other tests as necessary*} VIII*

Wednesday: A*

Review whole high school curriculum* 1*

Academic - general.

2*

Non-academic - Art, Commercial, Home Economics, Industrial Arts, Music.

B* Have students complete three year course of study and check each one individually* G*

After three year course plans are checked by the counselor or representative, they should be taken home by the student for parental approval*

IXv

Thursday: A*

Complete work started on three year course of study*

B*

Make program plans for next summer.

C*

Assemble all programs and material for counselor’s office.

X*

Friday: A*

Ask for student reaction, in writing, of the unit. This might be used as an aid in future planning*

B*

Summarize the work completed, and tie in all elements*

38 VENICE

HIGH

SCHOOL

TO:

BARENTS OP-ALL A9 STUDENTS

PROM:

Counselor *s Office of Venice High School

SUBJECT:

Your boj or girl and his (or her) choice of a high school course of study* We solicit your help*

We want every A9 student to

know what Venice High School has to offer him (or her)*

We

have a wide choice of courses from which he can choose to pre­ pare himself for his life work or future study. During the next two weeks interest tests and rating sheets will be given to determine what particular interest each student has.. With the aid of these test results we will help each student to determine his future occupation or educa­ tion and what high school courses will best prepare him for the work he selects. Your